A Survey on Virtual World
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Virtual Worlds: Relationship Between Real Life and Experience in Second Life Worlds: Relation Between Real Life and Experience in Second Life
Virtual Worlds: Relationship Between Real Life and Experience in Second Life Worlds: Relation Between Real Life and Experience in Second Life (SNA) in OnlineCourses Scott P. Anstadt, Shannon Bradley, Ashley Burnette, and Lesley L. Medley Florida Gulf Coast University, USA Abstract Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the effects on users may be. This aids students in understanding the social constructionist perceptions and worldview of those persons they may serve in social services. This suggests the importance of developing an understanding of the relationship between users’ real life (RL) and their SL. Some research has begun to reveal the effectiveness of telecommunication and computer simulation with certain clients in the fields of mental health and social work, yet there is a lack of sufficient research done within the context of virtual worlds. The current study surveyed users of several educationally and health focused SIMS (simulations) as to what motivates their SL and RL interactions. The data explores associations between users’ RL and their SL in several areas,potentially addressing the future role of educating social work students regarding research methodology in online virtual reality interactions. Implications for social work are discussed including engaging clients using incentives for social participation built into the SL milieu. Keywords: Social work; virtual world; Second Life Virtual Worlds : Relationship Between Real Life and Experience in Second Life Anstadt, Bradley, Burnette, and Medley Introduction Multi-user virtual environments (MUVEs) are perceptual and interactive simulated worlds in which persons might discover lifestyles, traditions, and engagement in interactive conversations in a role-playing medium. -
A Literature Review Abstract Using the Alternate Reality Game (ARG)
Alternate Reality Game in Education: A Literature Review Xiao Hu1 Hongzhi Zhang Zane Ma Rhea Faculty of Education, Monash University, Melbourne Abstract Using the Alternate Reality Game (ARG) game type to improve non-game products is more and more popular in the 21st century. However, as an important field of ARG implementation, the usage of ARG in education area is still at its early stage. This paper seeks to provide an overview of current research about the implementation of ARG in the educational field, as well as make a general conclusion of how ARG techniques can benefit the education context. The authors undertook a literature review that systematically examined the general development trend of educational ARG implementation from the perspectives of timeline and by field of education. By bringing together previously separate and disparate literature, this paper contributes to providing new understanding of this emergent area of gamification research. In the final section, we discuss our findings and propose some challenges to be faced in the future for gamificatiojn in general and for the AGR game type in particular. Key words Alternate Reality Game (ARG), educational ARG, gamification Introduction Gamification is a newly emerging area of academic research. The term first appears in 2008, and then shows a widespread adoption after 2012 (Dicheva et al., 2015). As a newly emerging research topic, the development of gamification theories are still occurring. In fields such as business, education, and public service, gamification is being regarded as an effective tool to reinforce participants’ motivation, and to improve productivity. However, as the development of gamification is still in its infancy, it is necessary for researchers to have an awareness of the larger picture of the evolution of gamification. -
Chapter 2 3D User Interfaces: History and Roadmap
30706 02 pp011-026 r1jm.ps 5/6/04 3:49 PM Page 11 CHAPTER 2 3D3D UserUser Interfaces:Interfaces: HistoryHistory andand RoadmapRoadmap Three-dimensional UI design is not a traditional field of research with well-defined boundaries. Like human–computer interaction (HCI), it draws from many disciplines and has links to a wide variety of topics. In this chapter, we briefly describe the history of 3D UIs to set the stage for the rest of the book. We also present a 3D UI “roadmap” that posi- tions the topics covered in this book relative to associated areas. After reading this chapter, you should have an understanding of the origins of 3D UIs and its relation to other fields, and you should know what types of information to expect from the remainder of this book. 2.1. History of 3D UIs The graphical user interfaces (GUIs) used in today’s personal computers have an interesting history. Prior to 1980, almost all interaction with com- puters was based on typing complicated commands using a keyboard. The display was used almost exclusively for text, and when graphics were used, they were typically noninteractive. But around 1980, several technologies, such as the mouse, inexpensive raster graphics displays, and reasonably priced personal computer parts, were all mature enough to enable the first GUIs (such as the Xerox Star). With the advent of GUIs, UI design and HCI in general became a much more important research area, since the research affected everyone using computers. HCI is an 11 30706 02 pp011-026 r1jm.ps 5/6/04 3:49 PM Page 12 12 Chapter 2 3D User Interfaces: History and Roadmap 1 interdisciplinary field that draws from existing knowledge in perception, 2 cognition, linguistics, human factors, ethnography, graphic design, and 3 other areas. -
Correlating the Effects of Flow and Telepresence in Virtual Worlds: Enhancing Our Understanding of User Behavior in Game-Based Learning
CITATION: Faiola, A., Newlon, C., Pfaff, M., & Smysolva, O. (2013) Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29, 1113-1121. (Elsevier) Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning Anthony Faiola a , Christine Newlon a, Mark Pfaff a, Olga Smyslova b a Indiana University, School of Informatics (IUPUI), Indianapolis, IN, USA b Kaiser Permanente, USA ABSTRACT Article history: Recent research on online learning suggests that virtual worlds are becoming an important environment Available online xxxx to observe the experience of flow. From these simulated spaces, researchers may gather a deeper under- standing of cognition in the context of game-based learning. Csikszentmihalyi (1997) describes flow as a Keywords: feeling of increased psychological immersion and energized focus, with outcomes that evoke disregard Flow for external pressures and the loss of time consciousness, issuing in a sense of pleasure. Past studies sug- Telepresence gest that flow is encountered in an array of activities and places, including those in virtual worlds. The Human–computer interaction authors’ posit that flow in virtual worlds, such as Second Life (SL), can be positively associated with Virtual worlds degrees of the cognitive phenomenon of immersion and telepresence. Flow may also contribute to a bet- Gaming Online learning ter attitude and behavior during virtual game-based learning. This study tested three hypotheses related to flow and telepresence, using SL. Findings suggest that both flow and telepresence are experienced in SL and that there is a significant correlation between them. -
New Realities Risks in the Virtual World 2
Emerging Risk Report 2018 Technology New realities Risks in the virtual world 2 Lloyd’s disclaimer About the author This report has been co-produced by Lloyd's and Amelia Kallman is a leading London futurist, speaker, Amelia Kallman for general information purposes only. and author. As an innovation and technology While care has been taken in gathering the data and communicator, Amelia regularly writes, consults, and preparing the report Lloyd's does not make any speaks on the impact of new technologies on the future representations or warranties as to its accuracy or of business and our lives. She is an expert on the completeness and expressly excludes to the maximum emerging risks of The New Realities (VR-AR-MR), and extent permitted by law all those that might otherwise also specialises in the future of retail. be implied. Coming from a theatrical background, Amelia started Lloyd's accepts no responsibility or liability for any loss her tech career by chance in 2013 at a creative or damage of any nature occasioned to any person as a technology agency where she worked her way up to result of acting or refraining from acting as a result of, or become their Global Head of Innovation. She opened, in reliance on, any statement, fact, figure or expression operated and curated innovation lounges in both of opinion or belief contained in this report. This report London and Dubai, working with start-ups and corporate does not constitute advice of any kind. clients to develop connections and future-proof strategies. Today she continues to discover and bring © Lloyd’s 2018 attention to cutting-edge start-ups, regularly curating All rights reserved events for WIRED UK. -
Exploring Telepresence in Virtual Worlds
Exploring Telepresence in Virtual Worlds Dan Zhang z3378568 A thesis in fulfillment of the requirements for the degree of Doctor of Philosophy School of Information Systems and Technology Management UNSW Business School March 2018 PLEASE TYPE THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Zhang First name: Dan Other name/s: Abbreviation for degree as given in the University calendar: PhD School: School of Information Systems and Technology Management Faculty: UNSW Business School Title: Exploring telepresence in virtual worlds Abstract 350 words maximum: (PLEASE TYPE) Virtual worlds, as the computer-based simulated environments incorporating various representations of real-world elements, have great potential to not only transform the structures and operation modes of various industries but also change the way people work, do business, learn, play, and communicate. However, the existing sharp distinctions between virtual worlds and the real world also bring critical challenges. To address these challenges, the concept of telepresence—the user’s feeling of ‘being there’ in the virtual environments—is adopted as it is considered a direct and essential consequence of a virtual world’s reality. To cultivate this feeling, it is essential to understand what factors can lead to telepresence. However, some literature gaps on telepresence antecedents impede the understanding of telepresence antecedents and affect the adoption of the telepresence construct in the design of virtual worlds. To address these issues, this study explores the concept of telepresence in the context of virtual worlds. Specifically, by adopting means-end chain (MEC) theory, the study aims to investigate the antecedents of telepresence; to reveal the inter-relationships among these antecedents by building a hierarchical structure; and to develop an innovative approach for user segmentation to understand in-depth individual differences in perceiving telepresence. -
Art and Hyperreality Alfredo Martin-Perez University of Texas at El Paso, [email protected]
University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2014-01-01 Art and Hyperreality Alfredo Martin-Perez University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Philosophy Commons, and the Theory and Criticism Commons Recommended Citation Martin-Perez, Alfredo, "Art and Hyperreality" (2014). Open Access Theses & Dissertations. 1290. https://digitalcommons.utep.edu/open_etd/1290 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. HYPERREALITY & ART A RECONSIDERATION OF THE NOTION OF ART ALFREDO MARTIN-PEREZ Department of Philosophy APPROVED: Jules Simon, Ph.D. Mark A. Moffett, Ph.D. Jose De Pierola, Ph.D. ___________________________________________ Charles Ambler, Ph.D. Dean of the Graduate School Copyright © By Alfredo Martin-Perez 2014 HYPERREALITY & ART A RECONSIDERATION OF THE NOTION OF ART by ALFREDO MARTIN-PEREZ Thesis Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Department of Philosophy THE UNIVERSITY OF TEXAS AT EL PASO December 2014 ACKNOWLEDGMENTS I would like to thank my daughters, Ruby, Perla, and Esmeralda, for their loving emo- tional support during the stressing times while doing this thesis, and throughout my academic work. This humble work is dedicated to my grandchildren. Kimberly, Angel, Danny, Freddy, Desiray, Alyssa, Noe, and Isabel, and to the soon to be born, great-grand daughter Evelyn. -
Performance in an Alternate Reality Game
The Malthusian Paradox: Performance in an Alternate Reality Game ELIZABETH EVANS, MARTIN FLINTHAM, SARAH MARTINDALE University of Nottingham Nottingham NG81BB, UK { elizabeth.evans, martin.flintham, sarah.martindale }@nottingham.ac.uk Tel: +44 115 748 4041 Fax: +44 115 823 2551 URL: www.nottingham.ac.uk Abstract. The Malthusian Paradox is a transmedia alternate reality game (ARG) created by artists Dominic Shaw and Adam Sporne played by 300 participants over three months. We explore the design of the game, which cast players as agents of a radical organisation attempting to uncover the truth behind a kidnapping and a sinister biotech corporation, and highlight how it redefined performative frames by blurring conventional performer and spectator roles in sometimes discomforting ways. Players participated in the game via a broad spectrum of interaction channels, including performative group spectacles and 1-to-1 engagements with game characters in public settings, making use of low- and high-tech physical and online artefacts including bespoke and third party websites. Players and game characters communicated via telephony and social media in both a designed and an ad-hoc manner. We reflect on the production and orchestration of the game, including the dynamic nature of the strong episodic narrative driven by professionally produced short films that attempted to respond to the actions of players; and the difficulty of designing for engagement across hybrid and temporally expansive performance space. We suggest that an ARG whose boundaries -
Metaverse Roadmap Overview, 2007. 2007
A Cross-Industry Public Foresight Project Co-Authors Contributing Authors John Smart, Acceleration Studies Foundation Corey Bridges, Multiverse Jamais Cascio, Open the Future Jochen Hummel, Metaversum Jerry Paffendorf, The Electric Sheep Company James Hursthouse, OGSi Randal Moss, American Cancer Society Lead Reviewers Edward Castronova, Indiana University Richard Marks, Sony Computer Entertainment Alexander Macris, Themis Group Rueben Steiger, Millions of Us LEAD SPONSOR FOUNDING PARTNERS Futuring and Innovation Center Graphic Design: FizBit.com accelerating.org metaverseroadmap.org MVR Summit Attendees Distinguished industry leaders, technologists, analysts, and creatives who provided their insights in various 3D web domains. Bridget C. Agabra Project Manager, Metaverse Roadmap Project Patrick Lincoln Director, Computer Science Department, SRI Janna Anderson Dir. of Pew Internet’s Imagining the Internet; Asst. International Prof. of Communications, Elon University Julian Lombardi Architect, Open Croquet; Assistant VP for Tod Antilla Flash Developer, American Cancer Society Academic Services and Technology Support, Office of Information Technology Wagner James Au Blogger, New World Notes; Author, The Making of Second Life, 2008 Richard Marks Creator of the EyeToy camera interface; Director of Special Projects, Sony CEA R&D Jeremy Bailenson Director, Virtual Human Interaction Lab, Stanford University Bob Moore Sociologist, Palo Alto Research Center (PARC), PlayOn project Betsy Book Director of Product Management, Makena Technologies/There; -
What Is a Virtual World? Definition and Classification
Education Tech Research Dev https://doi.org/10.1007/s11423-018-9577-y RESEARCH ARTICLE What is a virtual world? Definition and classification Carina Girvan1 Ó The Author(s) 2018. This article is an open access publication Abstract In 2008, articles by Bell and Schroeder provided an initial platform from which to develop a coherent definition of the term ‘virtual worlds’. Yet over the past ten years, there has been little development of the term. Instead there is confusion in the literature, with the introduction of new terms which are at times used to classify the type of virtual world and at others are used synonymously with the term. At the same time there has been a resurgence of interest in the potential of virtual reality which further muddies the con- ceptual waters. While the lack of a clear and common understanding of a term is not uncommon, there are implications for researchers and practitioners. To address these issues, this paper presents a new framework for the definition of virtual worlds, arguing what it is for a world to be virtual, the user experience that is a necessary part of this and the technical features which afford this. For the first time the relationships between commonly confused terms and technologies are identified to provide a much needed conceptual clarity for researchers and educators. Keywords Virtual world Á MUVE Á 3D learning environment Á Definition Introduction Thus far, definitions of virtual worlds lack an essential conceptualisation of what a virtual world is. The propensity towards a techno-centric definition has its advantages as it allows for a myriad of user experiences, however it results in confusion between technologies with similar technical features, most likely because a virtual world, much like a smart phone, relies on a combination of different technologies. -
A Platform for Location-Aware Trans-Reality Games
fAARS: A Platform for Location-Aware Trans-reality Games Lucio Gutierrez, Eleni Stroulia, Ioanis Nikolaidis Computing Science Department, University of Alberta, Edmonton, AB T6G 2E8, Canada {lucio, stroulia, nikolaidis}@ualberta.ca Abstract. Users today can easily and intuitively record their real-world experi- ences through mobile devices, and commodity virtual worlds enable users from around the world to socialize in the context of realistic environments where they simulate real-world activities. This synergy of technological advances makes the design and implementation of trans-reality games, blending the boundaries of the real and virtual worlds, a compelling software-engineering problem. In this paper, we describe fAARS, a platform for developing and de- ploying trans-reality games that cut across the real and parallel virtual worlds, offering users a range of game-play modalities. We place fAARS in the context of recent related work, and we demonstrate its capabilities by discussing two different games developed on it, one with three different variants. Keywords. Game platform; trans-reality games; virtual worlds; mobile games 1 Introduction Location-based games are a type of pervasive games that use the physical space of our entire world as a game board [8]. Their implementation relies on special-purpose middleware that integrates the players’ smart-phones so that they can share informa- tion about their location, surroundings and actions. The players’ game experience can be further enhanced with parallel virtual worlds, so that they can experience the game in the real world and in alternate realities, possibly at the same time. This technologi- cal convergence, on one hand, and the pervasiveness of the “gamification” concept across many aspects of our activities today, on the other, has brought to the forefront a new breed of pervasive games called “trans-reality games”. -
Immersion, Interaction, and Experience-Oriented Learning: Bringing Virtual Reality Into FL Learning Yu-Ju Lan, National Taiwan Normal University
Language Learning & Technology February 2020, Volume 24, Issue 1 ISSN 1094-3501 pp. 1–15 EMERGING TECHNOLOGIES Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning Yu-Ju Lan, National Taiwan Normal University APA Citation: Lan, Y. J. (2020). Immersion, interaction and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1–15. http://hdl.handle.net/10125/44704 Introduction Virtual reality (VR) is not only attracting the attention of the information and computer technology (ICT) industry (Shirer & Torchia, 2017), especially in the production of consumer VR hardware, but also that of educators. Three years in a row, the Horizon Reports of 2016, 2017, and 2018 have mentioned that VR, or mixed reality, is one of the most important technologies that will be generally adopted in education in the very near future (Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016; Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017; Adams Becker et al., 2018). Furthermore, mixing VR with physical environments allows the learners’ spaces to be redesigned and expanded (Adams Becker et al., 2018). The online Cambridge Dictionary defines VR as “a set of images and sounds, produced by a computer, that seem to represent a place or a situation that a person can take part in.” Such an environment can be either authentic or imaginative. One of the important features of VR is immersion, which enhances the situated experience of users. The sensation of being there no longer necessitates a physical presence (Flower, 2015). This aspect allows second language (L2) and foreign language (FL) learners to combine learning an additional language with an intercultural experience beyond geographical limitations with no need to step out of the classroom or leave their home countries (Wang, Petrina, & Feng, 2017).